volume 11, issue 1, P15-28 1996
DOI: 10.1177/108835769601100103
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Abstract: In this study, the effects of two schedules of implementing instruction (every-day and every-other-day) were compared. Six preschool children participated, 4 with typical development and 2 with disabilities (autism and pervasive developmental disorders). An adapted alternating treatments design was used to evaluate the effects of the two schedules. Children's performance on target behaviors, maintenance of the behaviors, generalization across persons and settings, and observational learning were assessed. The…

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